CM Chapter Presentation Reflection

Reflection on the CM Chapter Presentation

Standard 3 is: Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.

In the Classroom Management presentation that my partner and I delivered, our team discussed varying aspects of teaching style.   We listed the topics on a planning sheet and split the topics into 2 categories. We each took half and presented them separately.   For my half (4 topics), I presented a Powerpoint with slides on the information.  I discussed a new model of understanding of the topics, which was essentially about motivation.  I created an interactive exercise about the new model.  A blank matrix – style worksheet from the model was handed out to all students, along with an example of a filled one to serve as an example that I got from online documents.  I talked about how to fill in the boxes in the matrix, and answered questions about the process.  I made sure I answered all questions, and treated questions seriously and without judgement.  I then explained the task focused on using an iPad in the classroom for educational purposes.  The students were to use this matrix to look at factors, both negative and positive, affecting the motivation of students to use the device.  The goal was to identify if there were concentrations of negatively seen characteristics that would lead to students having reduced motivation to use it, so that strategies could be designed to address those deficits.  This would raise the students’ motivation for using iPads in the classroom.  I chose the iPad device because the class had been through this exact scenario themselves – they had tried out iPads, and had discussed in class what was attractive about using it, and what they had found difficult about using it.  This is a very real world subject, one being researched and hotly debated in education and politics today, and I explained to the class that we could literally publish a paper on the matrix they were working on.  I knew this topic would interest them, and help engage and motivate them, to actively carry out the exercise on their own volition.  The students were asked to work on the iPad question using the blank matrix, and fill in some possible answers individually.  They were then asked to discuss their answers with each other in collaborative teams of 3 or 4 for a few moments, which they did.  During this exercise time, I went around and asked if people or groups had any questions, and answered them.  I then passed out an “answer key” with some answers I had put together myself.  For this exercise, I chose to have both individual thought on the task, and also collaboration where groups discussed their thoughts on it.  I wanted students to have the chance to listen to other students’ ideas and to use this experience to develop a better understanding of the underlying concepts behind the matrix, and of the actual model itself.  Unfortunately, I did not discuss the findings of the students and groups as much as I should have, and I recognized that afterwards.  If I had, this would have further increased everybody’s understanding of the ideas.  I will have the students list their findings in the homework assignment.  When I have received their answers, I will compile them, enter them into the matrix, and hand them out to the class.   Hopefully there will be a moment to discuss it.  I recognize this error, and will make sure when I create a lesson plan or such an exercise in the future that I will plan on having a full discussion of students’ findings once the students have finished.  This needs to be written into lesson plans.  That is the lesson that I learned from this.